Training International Social Change Agents: Transcending a U.S. Counseling Paradigm     

Lawrence H. Gerstein  Stefanía Ægisdóttir 《Counselor Education & Supervision》2007,47(2):123-139

Recommendations are offered for training counseling students to address international issues. The authors discuss, for instance, the importance of learning about cultures outside the United States, the role of bias in international work, the dangers of implementing mental health delivery systems based on models derived in the United States, how to broaden one's research methodology, and the role of social change. Through this article, the authors hope to inspire counseling social change agents to consider the practice of counseling beyond the borders of the United States.  相似文献   

Are student exchange programs worth it?     

Dolores Messer  Stefan C. Wolter 《Higher Education》2007,54(5):647-663

The number of university students participating in exchange programs has risen sharply over the last decade. A survey of Swiss university graduates (classes of 1999 and 2001) shows that participation in student exchange programs depends significantly on the socio-economic background of students. We further analyze whether the participants benefit from additional advantages caused by these exchange programs. Analyses show that student exchange programs are associated with higher starting salaries and a higher likelihood of opting for postgraduate degrees. Analyses using instrumental variable estimations (IV), however, show that these outcomes are not causally related to participation in exchange programs.   相似文献   

The impact of environmental factors on components of reading and dyslexia     

Stefan?SamuelssonEmail author  Ingvar?Lundberg 《Annals of dyslexia》2003,53(1):201-217

Data from 123 male adults were analyzed to estimate environmental influences on components of literacy skills and to explore the impact of environmental factors in different approaches to define reading difficulty. Literacy skills were decomposed into general cognitive function, reading comprehension, spelling, word reading, and phonological ability. Environmental factors examined were related to home conditions, school conditions, and literacy environment. Results suggest that there is a substantial social-cultural bias in the delineation of literacy skills and in the definitions of reading disabilities. Results also suggest that phonological ability constitutes the only measure relatively unaffected by environmental influences. This study has brought forward a new argument for emphasizing phonological deficits as the core component in defining dyslexia.  相似文献   

Parametrization of the solvent action on modern artists' paint systems     

Stefan Zumbühl 《文物保护研究》2014,59(1):24-37

A solvent action parametrization scheme has been developed combining relevant parameters of the solvent action on modern artists' paints to characterize the solvation and dissolving properties of different binding media. The new system combines different concepts used in solvent chemistry. It is based on the normalized and solute-dependent dimension [hδ_H + eE_T(30)cv]^N. It comprises a polarity value E_T(30)cv as the magnitude of the enthalpy, and a combined value representing the cavitation energy δ_H as an entropy-influencing factor. Forty-eight solvents were divided into five subgroups based on their interaction and structural properties. This binary scheme permits to reliably quantify spaces of efficiency. The graphical selectivity of the scheme was applied to four binding media systems (oil, alkyd, acrylic-, and acrylic-polystyrene) by determination of the swelling capacity of 48 solvents. The graphical visualization of the systematic parametrization of solvents permits one to judge the intermolecular interaction and other effects of solvation relevant to the restoration of painted artwork.  相似文献   

Relational integration as a predictor of academic achievement     

Stefan Krumm  Anastasiya A. Lipnevich  Lothar Schmidt-Atzert  Markus Bühner 《Learning and individual differences》2012,22(6):759-769

The current study aimed at applying a broad model of cognitive functions to predict performance in science and language courses at school as well as performance in a science course at university. We hypothesized that performance in science courses was predominantly related to the cognitive function known as relational integration, whereas performance in language courses should be best explained by individuals' short-term memory capacity. The sample consisted of 161 German undergraduate students who were asked to complete 33 cognitive tasks. School grades were also obtained. The analyses revealed that relational integration incrementally explained variance in science grades. Short-term memory acted as a predictor of language grades. However, mental speed was also substantially related to language grades. Predicting university exam scores revealed that short-term memory yielded an incremental predictive power. We conclude that academic performance requires different cognitive functions depending on a domain of study.  相似文献   

How and why do students of higher education participate in online seminars?     

Stefan Hrastinski  Jimmy Jaldemark 《Education and Information Technologies》2012,17(3):253-271

Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.  相似文献   

Reducing Dropouts in Online Education-Group Tutoring in Virtual Seminars and Support Structures     

Robert Holmgren  Sigurd Johansson 《美中教育评论》2012,(11):971-978

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Ein Vorgehensmodell für die Multimedia-Entwicklung mit Autorensystemen     

Ralph Depke  Gregor Engels  Katharina Mehner  Stefan Sauer  Annika Wagner 《Informatik - Forschung und Entwicklung》1999,2(3):83-94

Multimedia-Anwendungen sind interaktive Softwaresysteme und verlangen als solche, mit softwaretechnischen Methoden erstellt zu werden. Sie werden heutzutage in der Regel mit Hilfe von Autorensystemen entwickelt, die eine Ad-hoc-Entwicklung auf Implementierungsniveau unterstützen. Hierdurch und wegen des Fehlens etablierter Vorgehensmodelle für die Multimedia-Softwareentwicklung reduziert sich der Multimedia-Entwicklungsproze? auf die Implementierungsphase. Dies führt zu den in der Softwaretechnik bekannten Problemen wie mangelnder Konzeption und fehlender Dokumentation. Wir stellen in diesem Beitrag ein Vorgehensmodell für die Entwicklung von Multimedia-Anwendungen vor, in dessen Mittelpunkt eine Analyse- und Entwurfsphase im Hinblick auf eine Implementierung der Multimedia-Anwendung mit einem Autorensystem stehen. Ausgehend von einem frameworkbasierten Analysemodell der Anwendung und einem Modell der Realisierungsm?glichkeiten mit einem konkreten Autorensystem wird systematisch ein Implementierungsmodell auf Instanzebene abgeleitet, das als Eingabe für das Autorensystem verwendet wird. Das postulierte Vorgehensmodell wird exemplarisch für das Autorensystem Director am Beispiel der Dom?ne multimedialer Lehr-/Lernanwendungen erl?utert.  相似文献   

Kooperierende Diagnoseagenten     

Stefan Bamberger und Frank Puppe 《Informatik - Forschung und Entwicklung》1999,14(3):135-144

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Beyond linearity: Using IRT-scaled level models to describe the relation between prior proportional reasoning skills and fraction learning outcomes     

Constanze Schadl  Stefan Ufer 《Child development》2023,94(6):1642-1658

Previous research on the role of prior skills like proportional reasoning skills for the development of mathematical concepts offers conclusions such as “more (prior skills) is better (for later learning).” Insights, which prior skill level goes along with which level of learning outcomes, may advance the understanding of the development of mathematical concepts. An exploratory approach is presented based on level models to describe the relation between symbolic proportional reasoning skills and fraction outcomes beyond linearity. Analyses draw on samples of German fourth to sixth graders from a scaling (2017, N = 325, 54.8% female) and longitudinal study (2018/2019, N = 436, 42.7% female). Particularly mastering natural and internal rational ratios in proportional reasoning seems relevant for successful fraction learning.  相似文献